DIAL-4 Alignment Comparison...DIAL-4 Alignment Comparison DIAL-4 Aligned With National Education...

DIAL-4 Alignment ComparisonDIAL-4 Aligned With National Education Goals Panel (NEGP),

National Association for the Education of Young Children (NAEYC), and Head Start Domains and Standards

Fourth Edition

AlignmentComparison.indd 1 3/10/11 3:33 PM

DIAL-4 Aligned With NEGP, NAEYC, and Head Start Domains and Standards

NEGP NAEYC HEAD START DIAL-4

DOMAIN/Subdomain DOMAIN DOMAIN/

Element INDICATORS AREA/Assessment

Physical Well-Being and Motor

Development

Physical Development/

Health/Self-Help Skills

PHYSICAL DEVELOPMENT & HEALTH DIAL-4

Physical Well-Being

HealthPhysical Health

Status

Possesses good overall health, including oral, visual, and auditory health, and is free from communicable or preventable diseases.

Parent QuestionnairePart 3. Overall Development

Teacher QuestionnairePart 3. Overall Development

Parent Interview ¹

Participates in prevention and management of chronic health conditions and avoids toxins, such as lead.

Parent Interview

Maintains physical growth within the Centers for Disease Control and Prevention (CDC) recommendedranges for weight by height by age.

Parent Interview

Gets sufficient rest and exercise to support healthy development.

Parent Interview

Physical Well-Being

Self-Help Skills/Health

Health Knowledge & Practice

Completes personal care tasks, such as dressing, brushing teeth, toileting, and washing hands independently from adults.

Parent QuestionnairePart 1. Self-Help DevelopmentPart 2. Social–Emotional DevelopmentPart 3. Overall Development

Teacher QuestionnairePart 1. Self-Help DevelopmentPart 2. Social–Emotional DevelopmentPart 3. Overall Development

Communicates an understanding of the importance of health and safety routines and rules.

Classroom Observation ²Parent Interview

Follows basic health and safety rules and responds appropriately to harmful or unsafe situations.

Language AreaItem 6. Problem Solving



Distinguishes food on a continuum from most healthy to less healthy.

Classroom Observation

Eats a variety of nutritious foods. Parent Interview

Participates in structured and unstructured physical activities.

Motor AreaItem 1. ThrowingItem 2. Stand, Hop, and Skip

Classroom ObservationParent Interview

Recognizes the importance of doctor and dentist visits. Classroom Observation

Cooperates during doctor and dentist visits and health and developmental screenings.

Parent Interview

1 The Parent Interview is not a component of the DIAL-4. Rather, it is recommended that teachers interview the parent to gather information about a domain.

2 The Classroom Observation is not a component of the DIAL-4. Rather, it is recommended teachers observe the child to gather information about a domain.

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PhysicalWell-Being and Motor

Development

Physical Development/

Health/Self-Help Skills

PHYSICAL DEVELOPMENT & HEALTH DIAL-4

Motor Development

Physical Development

Gross Motor Skills

Develops motor control and balance for a range of physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping.

Motor AreaItem 1. ThrowingItem 2. Stand, Hop, and Skip



Develops motor coordination and skill in using objects for a range of physical activities, such as pulling, throwing, catching, kicking, bouncing or hitting balls, and riding a tricycle.

Motor AreaItem 1. Throwing



Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space and directionality), and that the body can move independently or in coordination with other objects.


Motor Development

Physical Development

Fine Motor Skills

Develops hand strength and dexterity.

Motor AreaItem 3. BuildingItem 4. Thumbs and FingersItem 5. CuttingItem 6. CopyingItem 7. Writing Name

Parent QuestionnairePart 1. Self-Help DevelopmentPart 3. Overall Development

Teacher QuestionnairePart 1. Self-Help DevelopmentPart 3. Overall Development

Develops eye-hand coordination to use everyday tools, such as pitchers for pouring or utensils for eating.

Motor AreaItem 3. BuildingItem 5. CuttingItem 6. CopyingItem 7. Writing Name



Manipulates a range of objects, such as blocks or books.

Motor AreaItem 3. Building

Concepts AreaItem 7. Shapes

Manipulates writing, drawing, and art tools.

Motor AreaItem 5. Cutting Item 6. CopyingItem 7. Writing Name

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Social and Emotional

Development

Social-Emotional Development/

Self-Help SkillsSOCIAL & EMOTIONAL DEVELOPMENT DIAL-4


Development

Social-Emotional Development

Social Relationships

Communicates with familiar adults and accepts or requests guidance.

Parent QuestionnairePart 2. Social–Emotional DevelopmentPart 3. Overall Development

Teacher QuestionnairePart 2. Social–Emotional DevelopmentPart 3. Overall Development

Behavioral ObservationsClassroom Observation

Cooperates with others.



Behavioral Observations

Develops friendships with peers.



Establishes secure relationships with adults.




Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.



Resolves conflict with peers alone and/or with adult intervention as appropriate.




Recognizes and labels others’ emotions.



Expresses empathy and sympathy to peers.



Recognizes how actions affect others and accepts consequences of one’s actions.



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Development




Development


Self-Help Skills

Self-Concept & Self-Efficacy

Identifies personal characteristics, preferences, thoughts, and feelings.

Language AreaItem 1. Personal Information Item 6. Problem Solving




Demonstrates age-appropriate independence in a range of activities, routines, and tasks.




Shows confidence in a range of abilities and in the capacity to accomplish tasks and take on new tasks.




Demonstrates age-appropriate independence in decision making regarding activities and materials.




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DOMAIN/ Subdomain DOMAIN/ DOMAIN/



Development




Development


Self-Regulation

Recognizes and labels emotions.

Concepts Area Item 6. Concepts



Handles impulses and behavior with minimal direction from adults.





Follows simple rules, routines, and directions.




Shifts attention between tasks and moves through transitions with minimal direction from adults.





Development


Emotional & Behavioral Health

Expresses a range of emotions appropriately, such as excItement, happiness, sadness, and fear.




Refrains from disruptive, aggressive, angry, or defiant behaviors.




Adapts to new environments with appropriate emotions and behaviors.




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DOMAIN/ Subdomain DOMAIN DOMAIN/


Approaches to Learning

Approaches to Learning APPROACHES TO LEARNING DIAL-4



Initiative & Curiosity

Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities.




Demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks.




Asks questions and seeks new information.






Persistence & Attentiveness

Maintains interest in a project or activity until completed.




Sets goals and develops and follows through on plans. Classroom Observation

Resists distractions, maintains attention, and continues the task at hand through frustration or challenges.






Cooperation

Plans, initiates, and completes learning activities with peers.


Joins in cooperative play with others and invites others to play.




Models or teaches peers. Classroom Observation

Helps, shares, and cooperates in a group.




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Cognition and General Knowledge

(including mathematics and

science)

Cognitive Skills LOGIC & REASONING DIAL-4

Cognition Cognitive SkillsReasoning &

Problem Solving

Seeks multiple solutions to a question, task, or problem.





Recognizes cause and effect relationships.





Classifies, compares, and contrasts objects, events, and experiences.

Concepts AreaItem 6. ConceptsItem 7. Shapes




Uses past knowledge to build new knowledge.




Cognition Cognitive SkillsSymbolic

Representation

Represents people, places, or things through drawings, movement, and three-dimensional objects.

Motor AreaItem 3. BuildingItem 6. Copying




Engages in pretend play and acts out roles.




Recognizes the difference between pretend or fantasy situations and reality.




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Language Development

(including emergent literacy)

Language LANGUAGE DEVELOPMENT/ENGLISH LANGUAGE DEVELOPMENT³ DIAL-4


Language

Receptive Language/

Receptive English Language Skills

(DLL³)

Attends to language during conversations, stories, songs, and poems.

Behavioral Observations Classroom Observation

Comprehends an increasingly complex and varied vocabulary.

Concepts AreaItem 1. Body PartsItem 2. ColorsItem 3. Rapid Object NamingItem 5. Meaningful CountingItem 6. ConceptsItem 7. Shapes

Language AreaItem 3. Objects and ActionsItem 5. Rhyming and I Spy


Comprehends different forms of language, such as questions or exclamations.


Comprehends different grammatical structures or rules for using language.



Language

Expressive Language/

Expressive English Language Skills

(DLL)

Engages in communication and conversation with others.

Language AreaItem 1. Personal InformationItem 3. Objects and ActionsItem 6. Problem Solving

Parent QuestionnairePart 2. Social–Emotional Development

Teacher QuestionnairePart 2. Social–Emotional Development


Uses language to express ideas and needs.

Language AreaItem 1. Personal InformationItem 6. Problem Solving


Uses increasingly complex and varied spoken vocabulary.

Language AreaItem 1. Personal InformationItem 3. Objects and ActionsItem 5. Rhyming and I SpyItem 6. Problem Solving


Uses different forms of language.Behavioral ObservationsClassroom Observation

Uses different grammatical structures for a variety of purposes.

Language AreaItem 1. Personal InformationItem 3. Objects and Actions


Engages in storytelling. Classroom Observation

Engages in conversations with peers and adults.Classroom ObservationParent Interview³ English Language Development applies only to dual language

learners (DLL).

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Language LITERACY KNOWLEDGE & SKILLS DIAL-4

Emergent Literacy Language

Book Appreciation/Engagement in English Literacy Activities (DLL)

Shows interest in shared reading experiences and looking at books independently.


Recognizes how books are read, such as front-to-back and one page at a time, and recognizes basic characteristics, such as title, author, and illustrator.


Asks and answers questions and makes comments about print materials.


Demonstrates interest in different kinds of literature, such as fiction and nonfiction books and poetry, on a range of topics.


Retells stories or information from books through conversation, artistic works, creative movement,or drama.


Emergent Literacy LanguagePhonological Awareness

Identifies and discriminates between words in language.

Concepts AreaItem 3. Rapid Object NamingItem 6. Concepts

Language AreaItem 2. ArticulationItem 5. Rhyming and I Spy


Identifies and discriminates between separate syllables in words.

Language AreaItem 2. ArticulationItem 4. Letters and SoundsItem 5. Rhyming and I Spy

Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.

Language AreaItem 2. ArticulationItem 4. Letters and SoundsItem 5. Rhyming and I Spy

Emergent LiteracyLanguage

Alphabet Knowledge

Recognizes that letters of the alphabet are a special category of visual graphics that can be individually named.

Motor AreaItem 7. Writing Name

Language AreaItem 4. Letters and Sounds

Recognizes that letters of the alphabet have distinct sound(s) associated with them.


Language AreaItem 4. Letters and Sounds

Attends to the beginning letters and sounds in familiar words.


Language AreaItem 4. Letters and SoundsItem 5. Rhyming and I Spy

Identifies letters and associates correct sounds with letters.


Language AreaItem 4. Letters and Sounds Item 5. Rhyming and I Spy

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Language LITERACY KNOWLEDGE & SKILLS DIAL-4

Emergent Literacy LanguagePrint Concepts & Conventions

Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.

Concepts AreaItem 4. Rote Counting

Language AreaItem 5. Rhyming and I Spy


Understands that print conveys meaning. Classroom Observation

Understands conventions, such as print moves from left to right and top to bottom of a page.

Concepts AreaItem 3. Rapid Object Naming


Recognizes words as a unit of print and understands that letters are grouped to form words.




Recognizes the association between spoken or signed and written words.


Emergent Literacy Language Early Writing

Experiments with writing tools and materials.

Motor AreaItem 6. CopyingItem 7. Writing Name


Recognizes that writing is a way of communicating for a variety of purposes, such as giving information,sharing stories, or giving an opinion.


Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas.


Copies, traces, or independently writes letters or words.

Motor AreaItem 6. CopyingItem 7. Writing Name


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science)

Cognitive Skills MATHEMATICS KNOWLEDGE & SKILLS DIAL-4

Mathematics Cognitive SkillsNumber Concepts

& Quantities

Recognizes numbers and quantities in the everyday environment.


Recites numbers in the correct order and understands that numbers come “before” or “after” one another.

Concepts AreaItem 4. Rote CountingItem 5. Meaningful Counting

Associates quantities and the names of numbers with written numerals.


Uses one-to-one counting and subitizing (identifying the number of objects without counting) to determine quantity.


Uses the number name of the last object counted to represent the number of objects in the set.


Mathematics Cognitive SkillsNumber

Relationships & Operations

Uses a range of strategies, such as counting, subitizing, or matching, to compare quantity in two sets of objects and describes the comparison with terms, such as more, less, greater than, fewer, or equal to.

Concepts AreaItem 6. Concepts


Recognizes that numbers (or sets of objects) can be combined or separated to make another numberthrough the grouping of objects.

Concepts AreaItem 5. Meaningful CountingItem 7. Shapes


Identifies the new number created when numbers are combined or separated.



Mathematics Cognitive SkillsGeometry & Spatial

Sense

Recognizes and names common shapes, their parts, and attributes.


Combines and separates shapes to make other shapes.

Motor AreaItem 3. BuildingItem 6. Copying


Compares objects in size and shape.Concepts Area

Item 6. ConceptsItem 7. Shapes

Understands directionality, order, and position of objects, such as up, down, in front, behind.



Mathematics Cognitive Skills Patterns

Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size.


Recognizes, duplicates, and extends simple patterns.

Motor AreaItem 3. BuildingItem 4. Thumbs and FingersItem 6. CopyingItem 7. Writing Name

Creates patterns through the repetition of a unit.

Motor AreaItem 3. Building



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science)

Cognitive Skills MATHEMATICS KNOWLEDGE & SKILLS DIAL-4

Mathematics Cognitive SkillsMeasurement &

Comparison

Compares objects using attributes of length, weight and size (bigger, longer, taller, heavier).



Orders objects by size or length.



Uses nonstandard and standard techniques and tools to measure and compare.




science)

Cognitive Skills SCIENCE KNOWLEDGE & SKILLS DIAL-4

Science Cognitive SkillsScientific Skills &

Method

Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships.


Observes and discusses common properties, differences, and comparisons among objects.


Language AreaItem 3. Objects and ActionsItem 6. Problem Solving

Participates in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations.


Collects, describes, and records information through discussions, drawings, maps, and charts.


Describes and discusses predictions, explanations, and generalizations based on past experience.


Science Cognitive Skills

Conceptual Knowledge of the Natural & Physical

World

Observes, describes, and discusses living things and natural processes.



Observes, describes, and discusses properties of materials and transformation of substances.


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N/A N/A CREATIVE ARTS EXPRESSION DIAL-4

N/A N/A Music

Participates in music activities, such as listening, singing, or performing.


Experiments with musical instruments. Classroom Observation

N/A N/ACreative Movement

& Dance

Expresses what is felt and heard in various musical tempos and styles.


Moves to different patterns of beat and rhythm in music. Classroom Observation

Uses creative movement to express concepts, ideas, or feelings.


N/A N/A Art

Uses different materials and techniques to make art creations.


Creates artistic works that reflect thoughts, feelings, experiences, or knowledge.


Discusses one’s own artistic creations and those of others. Classroom Observation

N/A N/A Drama

Uses dialogue, actions, and objects to tell a story or express thoughts and feelings about one’s self or a character.


Uses creativity and imagination to manipulate materials and assume roles in dramatic play situations.



Development


Self-Help SkillsSOCIAL STUDIES KNOWLEDGE & SKILLS DIAL-4


Development


Family & Community

Identifies personal and family structure.Language Area

Item 1. Personal InformationClassroom Observation

Understands similarities and respects differences among people.

Parent QuestionnairePart 1. Self-Help Development

Teacher QuestionnairePart 1. Self-Help Development


Recognizes a variety of jobs and the work associated with them.


Understands the reasons for rules in the home and classroom and for laws in the community.

Parent QuestionnairePart 1. Self-Help Development

Teacher QuestionnairePart 1. Self-Help Development


Describes or draws aspects of the geography of the classroom, home, and community.


N/A N/APeople & the Environment

Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations.


Recognizes that people share the environment with other people, animals, and plants.


Understands that people can take care of the environment through activities, such as recycling.


N/A N/A History & Events

Differentiates between past, present, and future. Classroom Observation

Recognizes events that happened in the past, such as family or personal history.


Understands how people live and what they do changes over time.


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ReferencesNational Academy of Sciences. (2008, October). Early childhood assessment: Why, what, and how

(Report Brief). Washington, DC: Author.

National Association for the Education of Young Children. (2010). NAEYC All Criteria Document. Retrieved from http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf

National Education Goals Panel. (1995). The national education goals report, 1995: Building a nation of learners. Washington, DC: Government Printing Office.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. (2010). The Head Start child development and learning framework: Promoting positive outcomes in early childhood programs serving children 3–5 years old. Washington, DC: Author. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf

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DIAL-4 Alignment Comparison...DIAL-4 Alignment Comparison DIAL-4 Aligned With National Education...

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